APPLYING CHATGPT TO OPTIMIZE EFL TEACHING AND ASSESSMENT

Authors

  • Dinh Tri Dien Kien Giang University, Vietnam
  • Ho Bich Nhu Kien Giang University, Vietnam
  • Bui Phuong Thao Kien Giang University, Vietnam

DOI:

https://doi.org/10.46827/ejel.v10i1.6084

Keywords:

ChatGPT, artificial intelligence (AI), EFL teaching, language assessment, Vietnamese education

Abstract

In the context of artificial intelligence (AI) increasingly influencing education, this study explored the integration of ChatGPT, a large language model, by OpenAI – into teaching and assessing English as a Foreign Language (EFL) in a university in Vietnam. Based on the theoretical frameworks TPACK, CLT, TBLT and Vygotsky’s social constructivism, the study surveyed 16 English lecturers with a survey questionnaire combining multiple-choice and open-ended questions on their familiarity, usage, and experience in teaching and assessing English when applying ChatGPT. The results showed that the majority of participants integrated ChatGPT into their teaching, especially in lesson planning, vocabulary development, communication task design, and writing assessment. The tool was rated as “quite accurate”; however, users still emphasized the important role of teacher supervision and adjustment. The study also noted moderate satisfaction with ChatGPT, while reflecting on challenges such as lack of training, barriers to access, dependency risks, and ethical concerns. Based on these findings, this study proposes practical recommendations for professional development, curriculum adaptation, and the issuance of guidelines for the ethical use of AI. In doing so, the study contributes to the growing discourse on AI applications in EFL education, especially in Vietnam, to optimize both teaching and assessment through technology platforms.

 

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Author Biographies

  • Dinh Tri Dien, Kien Giang University, Vietnam

    Mr. Đinh Trí Diễn is a lecturer of English at Kien Giang University, Vietnam. He got a Bachelor’s degree in English Education in 2018 at Cantho University, Vietnam, and completed a master’s program in Applied Community Development at Future University, the USA, and a second master’s program in theories and methods of teaching English at Tra Vinh University, Vietnam. He is keen on researching English language teaching methodology and technology.

  • Ho Bich Nhu, Kien Giang University, Vietnam

    Ms. Hồ Bích Như is a Lecturer in English at Kien Giang University, Vietnam. She earned her Master’s degree in TESOL from the University of Social Sciences and Humanities, Vietnam National University, Ho Chi Minh City. Her professional interests include English language teaching, language assessment, learner autonomy, and teacher development. She has conducted research in various areas of English language education, focusing on formative assessment, metacognitive strategies, and innovative teaching approaches such as flipped classrooms and lesson study. Her work has contributed to a better understanding of how instructional strategies can enhance students’ language performance and support teacher growth in the Vietnamese EFL context. She is committed to improving English teaching practices and continues to engage in research and academic activities to support student learning and professional development in higher education.

  • Bui Phuong Thao, Kien Giang University, Vietnam

    Ms.  Bùi Phương Thảo is a Lecturer in English at Kien Giang University, Vietnam. She holds a Master’s degree in Theories and Methods of Teaching English from Can Tho University. Her research interests include English language teaching methodology and the integration of technology in language education.

References

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Published

2025-06-21

Issue

Vol. 10 No. 1 (2025)

Section

Articles

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